xxxi, 232 pages : 23 cm

""Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--Concepts that are critical for epistemological participation in a discipline."--

Includes bibliographical references and index

Metaconcept: Writing is an activity and a subject of study / Elizabeth Wardle and Linda Adler-Kassner -- pt. I. Writing is a social and rhetorical activity -- Writing is a social and rhetorical activity / Kevin Roozen -- Writing is a knowledge-making activity / Heidi Estrem -- Writing addresses, invokes, and/or creates audiences / Andrea A. Lunsford -- Writing expresses and shares meaning to be reconstructed by the reader / Charles Bazerman -- Words get their meanings from other words / Dylan B. Dryer -- Writing mediates activity / David R. Russell -- Writing is not natural / Dylan B. Dryer -- Assessing writing shapes contexts and instruction / Tony Scott and Asao B. Inoue -- Writing involves making ethical choices / John Duffy -- Writing is a technology through which writers create and recreate meaning / Collin Brooke and Jeffrey T. Grabill -- pt. II. Writing speaks to situations through recognizable forms -- Writing speaks to situations through recognizable forms / Charles Bazerman -- Writing represents the world, events, ideas, and feelings / Charles Bazerman -- Genres are enacted by writers and readers / Bill Hart-Davidson -- Writing is a way of enacting disciplinarity / Neal Lerner -- All writing is multimodal / Cheryl E. Ball and Colin Charlton -- Writing is performative / Andrea A. Lunsford -- Texts get their meaning from other texts / Kevin Roozen -- pt. III. Writing enacts and creates identities and ideologies -- Writing enacts and creates identities and ideologies / Tony Scott -- Writing is linked to identity / Kevin Roozen -- Writers' histories, processes, and identities vary / Kathleen Blake Yancey -- Writing is informed by prior experience / Andrea A. Lunsford -- Disciplinary and professional identities are constructed through writing / Heidi Estrem -- Writing provides a representation of ideologies and identities / Victor Villanueva -- pt. IV. All writers have more to learn -- All writers have more to learn / Shirley Rose -- Text is an object outside of oneself that can be improved and developed / Charles Bazerman and Howard Tinberg -- Failure can be an important part of writing development / Collin Brooke and Allison Carr -- Learning to write effectively requires different kinds of practice, time, and effort / Kathleen Blake Yancey -- Revision is central to developing writing / Doug Downs -- Assessment is an essential component of learning to write / Peggy O'Neill -- Writing involves the negotiation of language differences / Paul Kei Matsuda -- pt. V. Writing is (also always) a cognitive activity -- Writing is (also always) a cognitive activity / Dylan B. Dryer -- Writing is an expression of embodied cognition / Charles Bazerman and Howard Tinberg -- Metacognition is not cognition / Howard Tinberg -- Habituated practice can lead to entrenchment / Chris M. Anson -- Reflection is critical for writers' development / Kara Taczak -- Introduction: Using threshold concepts / Linda Adler-Kassner and Elizabeth Wardle -- Threshold concepts and student learning outcomes / Heidi Estrem -- Threshold concepts in first-year composition / Doug Downs and Liane Robertson -- Using threshold concepts to inform writing and rhetoric undergraduate majors: the UCF experiment / J. Blake Scott and Elizabeth Wardle -- Threshold concepts in rhetoric and composition doctoral education: the delivered, lived, and experienced curricula / Kara Taczak and Kathleen Blake Yancey -- Threshold concepts at the crossroads: writing instruction and assessment / Peggy O'Neill -- Threshold concepts in the writing center: scaffolding the development of tutor expertise / Rebecca S. Nowacek and Bradley Hughes -- Extending the invitation: threshold concepts, professional development outreach / Linda Adler-Kassner and John Majewski -- Crossing thresholds: what's to know about writing across the curriculum / Chris M. Anson

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